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CBE Review - EL Teaching Multi-Grade Classes

This document discusses teaching multi-grade classes. It begins by defining multigrade schools as those that combine students of different ages and abilities in one classroom under one teacher. It then discusses what is needed to make a successful multigrade school, including appropriate training and materials for teachers, as well as support networks. The document also notes some costs and risks of multigrade schooling, such as potential lower student achievement if not properly supported.

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Erica Mondero Dizon
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791 views

CBE Review - EL Teaching Multi-Grade Classes

This document discusses teaching multi-grade classes. It begins by defining multigrade schools as those that combine students of different ages and abilities in one classroom under one teacher. It then discusses what is needed to make a successful multigrade school, including appropriate training and materials for teachers, as well as support networks. The document also notes some costs and risks of multigrade schooling, such as potential lower student achievement if not properly supported.

Uploaded by

Erica Mondero Dizon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Pangasinan State University

San Carlos Campus

CBE Review
EL: Teaching Multi-grade Classes

Lenibabes S. Alcantara
Faculty -in- Charge
Short Background
What are multigrade schools?
Multigrade schools combine students of different ages
and abilities in one classroom, under the direction of
one teacher. They take a variety of organizational forms,
ranging from a grouping of several formal grade
divisions under the direction of one teacher to a
completely non-graded learning environment.
Multigrade schools differ from ‘traditional’ schools
where each class is typically made up of a distinct grade
with its own teacher and classroom.
Short Background
What does it take to make a successful multigrade school?
It takes much more than hardware and administration to make a successful – i.e. effective and
efficient – multigrade school. Appropriate pedagogical training and materials are both critical
for successful multigrade teaching. Education administrators must develop strategies that
affect actual teacher behavior and skills, and help teachers to change the way they view
themselves. The multigrade teacher’s role is one of a resource person, manager and
facilitator of the learning process.
 
There are four critical areas of change to focus on in order to build successful multigrade
schools:
 
teachers need to develop a wide repertoire of teaching techniques and classroom
management practices;
to do so, they require material and physical inputs, of which programmed learning materials
and textbooks are of greatest importance;
multigrade teachers require local and regional professional support networks;
national policies with regard to teacher and administrator training, teacher recruitment and
support, and materials development need to be sensitive to, and supportive of, the
multigrade environment.
Short Background
Costs and risks of multigrade schooling
While multigrade schools may, in optimal circumstances, offer
significant economic and pedagogical benefits, there are also several
costs and drawbacks to consider:
 
Student achievement in multigrade schools may be low in comparison
to achievement in single grade schools if multigrade programs are not
supported with the required resources and if teachers are not
properly trained.
Demands on teachers’ time and organizational capabilities are high;
they need special training and materials to perform their jobs
effectively.
Students may receive less individual attention, and must often work
independently.
1. The 1987 Constitution protects and
promotes the right of all citizens to quality
education, in which particular article and section
of the Constitution is this stated?

a. Article XIII Section 1


b. Article XIV Section 2
c. Article XIV Section 1
d. Article XV Section 2
2. Principal Cuevas tells his teachers who are
handling 3 grade levels in a class that they are
expected to be versatile, this means that

a. humble enough to accept mistakes


b. diligent in doing the tasks and responsibilities
c. can be able to adapt to many different functions
d. both b and c
3. What can the teachers do to maximize their
community resources to ensure the effective
instruction is employed at all times?

a. Have a learning resource center of materials


prepared by teachers.
b. Request the school to purchase materials.
c. Require students to bring materials for their
teacher.
d. Let a company/agency sponsor the building of a
resource center.
4. You want to teach you multigrade learners in a
most effective and fastest way where they can know
each other member of the group too, which method is
most appropriate?

a.Problem solving
b.Deductive method
c.Direct instruction
d.Collaborative work
5. Shiela, a grade 5 student, wants to write or record
her learning and progress around topics they are
studying at school. Where can Sheila writes or
records it?

a. learning plan
b. learning log
c. schedule
d. lesson plan
6. This should be aligned to assessment when
constructing test items.

a. Content
b. Instructional Materials
c. Instructional Objectives
d. Evaluation
7. It is an example of direct approach which deals in
identifying steps to be taken in order to solve a
problem.

a. case study
b. problem solving
c. mastery lecture
d. explicit teaching
8. Teacher Anna gives her Grade 4 pupils a nice note
because they participated well in the class. What
strategy did Teacher Anna use?

a. Roleplay
b. Create a Reward System
c. Fill Knowledge Gaps
d. Modify Jigsaw Activities
9. Thing you should have in mind when it comes to summative
assessment are:

I. It takes place at the end of a defined learning period such as a training


or program.
ll. It is limited to the information that was shared during the course or
training. Summative assessment does not test students on what they
have not been taught.
III. Summative assessment aligns with the learning goals
and objectives of the course.
IV. Summative assessment certifies a student’s competence in a specific
subject matter.
A. I and II only
B. I. II. III. only
C. I. and IV. only
D. All of the above
10. Teacher Len is using a materials like manila
paper, pencil, chalk and puzzles in her class . What
type of instructional material does she use in her
class?

A. Digital instructional materials


B. Non digital instructional materials
C. Media instructional materials
D. None of the above
11.All of the given characteristics below are
considered advantages of Team Teaching except:

a. mental stimulation to students


b. breaks traditional lecture boredom
c. rigidity in teachers
d. variety of ideas
12. According to Garner’s multiple intelligence theory,
learners who work effectively with numbers, patterns
and quantitative reasoning are _____.

a. Verbal-linguistic intelligence learners


b. Spatial intelligence learners
c. Logical-mathematical intelligence learners
d. Naturalist intelligence learners
13. Based on Multiple Intelligence Theory, naturist
learners can best ______.

A. work with people and help them overcome problems


B. mediate, reflect, exhibit self discipline, maintain
composure
C. analyse ecological and natural situations and data
D. use hands o fix and create, and use bodily expression
14. Who identified multiple intelligences that
individuals may have?

a. Dewey
b. Gardner
c. Bruner
d. Piaget
15.Teachers in Multigrade classes need to focus
more on students as individual learners with
individual needs, they need to

a.Bombard the parents with a lot of information about


their children
b.Consider student abilities instead of grade level
c.promote classroom interactions in the same ages,
grades, and ability
d.make an effort to get to know your colleagues so that
you understand your students' living conditions
16. Based on the conference on multi-grade teaching
organized by UNESCO, one of its general problems is
the

a. lack of incentives for teachers in multiple classes.


b. Numerous classrooms in the primary level
c. Adequate numbers of teachers
d. Attitude and behavior of the students
17. Teacher Bernadette ask her students to write their
insights to represent their understanding about the
lesson. Then they need to share it to the class. What
type of evaluation was this/done?

a. Summative Evaluation
b. Formative Evaluation
c. Diagnostic Evaluation
d. Placement Evaluation
18. It is a method teaching wherein teachers learn
new perspectives and insights, techniques and values
from watching another.

a. Direct strategies
b. Multigrade grouping strategies
c. Peer teaching
d. Team teaching
19. Which of the following is NOT necessary for
building relationships with your students?

a. Listening to your students


b. Comparing them to other students
c. Showing students that you care
d. Giving constructive feedback
20. When designing a lesson, a teacher should
include the students' interests, as it allows students
to

a. achieve a passing score on class and homework


assignments.
b. use ideas familiar to them as a means of connecting
unfamiliar ideas.
c. understand which sections of the lesson they have
already mastered.
d. focus only on information that they consider
important to the lesson.
Success is dependent on effort.

-Sophocles

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